Grade Level: Fifth Grade Subject: Art/Social Studies Time: 1 hour Objectives: Social Studies: 5.H.2 Understand the role of prominent figures in shaping the United States. 5.H.2.1 Summarize the contributions of the “Founding Fathers” to the development of our country. Visual Arts Education: 5.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. Materials: brush, paper, paint, portrait of George Washington by Gilbert Stuart Williamstown, information packets Purpose: The purpose of this lesson is to have students learn the role of perception in interpretation of primary sources. Procedures: Focus and Review (5 minutes)
Have students do a think-pair-share on the previous lesson
Statement: (2 minutes)
Today we will be looking at the work of art, Portrait of George Washington by Gilbert Stuart Williamstown and talking about perception and what that means in the interpretation of art.
Teacher Input: (10 minutes)
Show students Gilbert Stuart Williamstown’s portrait of George Washington
Discuss the role of primary sources of written and visual forms in understanding history.
Guided Practice (15 minutes)
Have students describe Washington’s personality characteristics based on evidence found in the portrait.
Solicit questions raised by the portrait, and consider the following questions:
How do portraits convey a sense of identity?
What is the popular perception of Andrew Jackson—now and when he was president?
What adjectives would you use to describe George Washington? (Civilized or wild, serious or easygoing?)
Independent Practice: (30 minutes)
Break students into small groups (3 to 4 students)
Hand each group some information on various time periods (ie: colonial era, civil war, early 1900s, word war II)
Ask students to use the information about their time period to create a new portrait of Washington based on people’s perceptions of him of that time.
Groups should include significant objects that symbolize events or issues in Washington’s life.
Ask them to select an artistic persona for their depiction that highlights a specific point of view, or perception, of Washington.
Bring students back together as a class.
Have groups show their portraits of George Washington to the class without giving preliminary explanation.
The rest of the class will look for visual clues in the portrait to interpret the work and will pose questions to the group.
Display the portraits in chronological order to create a class timeline of George Washington’s life
Closure: (5 minutes)
Today we used art to create new ideas of how others might have perceived George Washington. Next class we will continue with our lessons on colonial art.
Assessment:
Participation in class activity
Differentiation:
ELL/LD: Vocabulary lists will be provided. Students may also choose what media they want to use to create their art.
Grade Level: Fifth Grade
Subject: Art/Social Studies
Time: 1 hour
Objectives:
Social Studies:
5.H.2
Understand the role of prominent figures in shaping the United States.
5.H.2.1
Summarize the contributions of the “Founding Fathers” to the development of our country.
Visual Arts Education:
5.V.3
Create art using a variety of tools, media, and processes, safely and appropriately.
Materials: brush, paper, paint, portrait of George Washington by Gilbert Stuart Williamstown, information packets
Purpose: The purpose of this lesson is to have students learn the role of perception in interpretation of primary sources.
Procedures:
Focus and Review (5 minutes)
- Have students do a think-pair-share on the previous lesson
Statement: (2 minutes)- Today we will be looking at the work of art, Portrait of George Washington by Gilbert Stuart Williamstown and talking about perception and what that means in the interpretation of art.
Teacher Input: (10 minutes)- Show students Gilbert Stuart Williamstown’s portrait of George Washington
- Discuss the role of primary sources of written and visual forms in understanding history.
Guided Practice (15 minutes)- Have students describe Washington’s personality characteristics based on evidence found in the portrait.
- Solicit questions raised by the portrait, and consider the following questions:
- How do portraits convey a sense of identity?
- What is the popular perception of Andrew Jackson—now and when he was president?
- What adjectives would you use to describe George Washington? (Civilized or wild, serious or easygoing?)
Independent Practice: (30 minutes)- Break students into small groups (3 to 4 students)
- Hand each group some information on various time periods (ie: colonial era, civil war, early 1900s, word war II)
- Ask students to use the information about their time period to create a new portrait of Washington based on people’s perceptions of him of that time.
- Groups should include significant objects that symbolize events or issues in Washington’s life.
- Ask them to select an artistic persona for their depiction that highlights a specific point of view, or perception, of Washington.
- Bring students back together as a class.
- Have groups show their portraits of George Washington to the class without giving preliminary explanation.
- The rest of the class will look for visual clues in the portrait to interpret the work and will pose questions to the group.
- Display the portraits in chronological order to create a class timeline of George Washington’s life
Closure: (5 minutes)- Today we used art to create new ideas of how others might have perceived George Washington. Next class we will continue with our lessons on colonial art.
Assessment:- Participation in class activity
Differentiation:- ELL/LD: Vocabulary lists will be provided. Students may also choose what media they want to use to create their art.
- AIG: Groups may be differentiated.
Resources: